Nonfiction Know-How

Akerson, Valarie; Young, Terrell A.

Nonfiction Know-How

dc.contributor.author	Akerson, Valarie
dc.contributor.author	Young, Terrell A.
dc.date.accessioned	2018-07-18T19:37:11Z
dc.date.available	2018-07-18T19:37:11Z
dc.date.issued	2004-03
dc.description	Publisher's, offprint version	en
dc.description.abstract	Children love nonfiction books, and their reading of such texts has shown a strong relationship between science achievement and informational reading and writing abilities (Bernhardt, Destina, Kamil, and Rodriguez-Munoz 1995). How can elementary teachers capitalize on this natural affinity and make the most effective use of nonfiction trade books in their classroom? There are numerous strategies to increase students' exposure to and facility with nonfiction. This article offers a few suggestions to help increase students' science learning and develop their literacy skills.	en
dc.identifier.citation	Akerson, V. L., & Young, T. A. (2004). Nonfiction know-how: Surefire strategies for effectively using nonfiction trade books in your science classroom. Science and Children, 41, (6), 48-51.	en
dc.identifier.uri	https://hdl.handle.net/2022/22278
dc.language.iso	en	en
dc.publisher	Science and Children	en
dc.subject	Nonfiction	en
dc.subject	Reading	en
dc.subject	Childrens literature	en
dc.subject	Science teachers	en
dc.subject	Collection policy	en
dc.subject	Inventions	en
dc.subject	Dinosaurs	en
dc.title	Nonfiction Know-How	en
dc.type	Article	en

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